I clarify in this chapter what Iran can learn from Japan's experience of jugyou kenkyuu(lesson study) model, and what we can apply to the Iranian educational context. The chapter also discusses the process, progress and challenges of incorporating jugyou kenkyuu into Iranian teacher training. I examine how Iranian teachers and school administrators incorporate the essence of jugyou kenkyuu as a shared professional culture that requires teachers to engage in a cycle of questioning, planning, reflecting, acting, observing, reflecting and re-planning. (Contains 1 note.) [In: "Lesson Study: International Perspective on Policy and Practice," Edited by M. Matoba, K. Krawford, and M. R. Sarkar Arani, Beijing: Educational Science Publishing House, pp.37-75.]